Educational Researcher (ER)

 Vol. 51, n°1, 1-2/2022

 

• Determinants of Ethnic Differences in School Modality Choices During the COVID-19 Crisis, Andrew M. Camp, Gema Zamarro
• A Comparison of Academic Outcomes in Courses Taught With Open Educational Resources and Publisher Content, Linda Bol, Monica Christina Esqueda, Diane Ryan, Sue C. Kimmel
• Deurbanization and the Struggle to Sustain a Black Teaching Corps: Evidence From Michigan, Steven Drake, Joshua Cowen
• Sometimes Less, Sometimes More: Trends in Career and Technical Education Participation for Students With Disabilities, Roddy Theobald, Jay Plasman, Michael Gottfried, Trevor Gratz, Kristian Holden, Dan Goldhaber
• Shifting Dominant Narratives of Teacher Development: New Directions for Expanding Access to the Educator Workforce Through Grow Your Own Programs, Conra D. Gist
• Beyond the Headlines: Trends and Future Directions in the School Closure Literature, Eve L. Ewing, Terrance L. Green
• Toward Nonbinary Theories of Practice in Teacher Education Research, Sarah Schneider Kavanagh
• Promoting Knowledge Accumulation About Intervention Effects: Exploring Strategies for Standardizing Statistical Approaches and Effect Size Reporting, Joseph A. Taylor, Terri Pigott, Ryan Williams
• Live Instruction Predicts Engagement in K–12 Remote Learning, Stephen J. Aguilar, Hernan Galperin, Clare Baek, Eduardo Gonzalez
• Teachers’ Working Hours During the COVID-19 Pandemic, Dora Gicheva
• Addressing Our Nation’s Toxic School Infrastructure in the Wake of COVID-19, Erika M. Kitzmiller, Akira Drake Rodriguez

https://journals.sagepub.com/toc/EDR/current